The aim of this study was to look at how digital career counseling works in Sweden and if it needs to evolve. The digital and global world we live in today calls for a change in approach, this includes career counseling. Because of Covid-19 more schools and workplaces have had to implement digital solutions. Two questions were chosen:•What advantages and disadvantages can be found with the implementation of digital career counseling?•What can career counselors do to create an appropriate environment and good relationships with the clients in a digital context?Theories taken into account are communication, context, career counseling models, the professional dialogue, the career counselor’s skills and the possibility of anonymity. The method was a qualitative one, with semi-structured interviews for which the respondents was selected based on expertise and knowledge. The result showed that there was no big difference between career counseling in a traditional context compared to a digital one. The difference lied in making sure the technology works and knowing that the non-verbal communication might deteriorate. The main differences was managing the technology, controlling the environment seen through the camera, and awareness that the non-verbal communication might deteriorate. Another discovery was that anonymity in the form of having the choice of turning on the camera was a positive thing, where people open up easier.

No description available.

Youth with disabilities experience significant vocational and social hardships. Self-determination, self-efficacy, and critical consciousness are important components of positive post-secondary outcomes for this population. The purpose of this study was to design, implement, and evaluate a motivational interviewing-based group career intervention (MEGI) that focused on increasing self-determination, self-efficacy, and critical consciousness among high school students with high incidence disabilities. A mixed methods research design was used to explore the relationship between the intervention and the main study variables. A total of 135 high school students and nine interventionists participated in this study. The results of a latent change score model indicated a positive and significant change in students' vocational skills self-efficacy, self-determination, and vocational outcome expectations. Thematic results of student focus group indicated that students experienced an increase in self-determination, awareness of systemic effects on their educational and vocational success, and uncertainty about the future. Additionally, thematic results of the interventionist focus group indicated an increase in students' self-understanding.

Academically talented college students have unique development needs that often go unmet. One area that is currently attracting more attention in the academically talented literature is career counseling. The purpose of the present study was to compare the effectiveness of individual and group career counseling interventions. Subjects included 54 students from a special Texas program that provides the opportunity for gifted students to attend college during their final two years of high school. One instrument used assessed identity, confidence, career goals, and professional identity. The second instrument evaluated whether the subjects had recently discussed career concerns, were seeing a vocational counselor, or seeking career information. A pre-test was followed by group or individual intervention, and a post-test was conducted two months later. Results indicated an overall decrease on the instrument assessing professional identity and career goals. This study revealed no difference in effectiveness between group or individual interventions. Further research in this area is necessary to develop and refine the most effective career counseling interventions for the academically talented student.

The aim of the study is to understand the significance and the impact of the careerdevelopment and counseling with consideration of cultural aspects in an internationalcompany in Shanghai, the People’s Republic of China. The aim has been achievedthrough three research questions. What experiences do employees have from careerdevelopment and counseling in an international company in Shanghai? Whatcontributions from the company do employees perceive to be necessary inexperiencing an ongoing upward trend in their career development? What kind ofcultural aspects influence employees’ career development in an internationalcompany? The field study is conducted through the Cultural Intelligence Theory. Aqualitative approach has been used in the study. Six in-depth interviews wereconducted with employees and one in-depth interview with a HR manager in aninternational company in Shanghai.The experiences that the interviewed employees at the international company havehad from career development and counseling, which is defined as a professionalguidance of the individuals and a process of helping an individual discover anddevelop his/her vocational and professional potentialities, are quite positive. Formaintaining constant progress in their career development, employees have suggestedsome practical actions that can be taken by the company. The interviewed employees’viewpoints are that managers in international companies give them freedom ofactions, which leads to more responsibility and creativity, allow them to makemistakes and learn from them, support them in their career development, provideregular feedbacks on their performance.

No description available.

After a critical review of the literature on school counselor self-efficacy and Social Cognitive Career Theory (Lent, Brown, and Hacket, 1994; Lent and Brown, 1996) this cross-sectional study of practicing middle school counselors was conducted. The study identified levels of career counseling self-efficacy in a sample of 143 practicing middle school counselors across Virginia using the Career Counseling Self-Efficacy Scale-Modified (O'Brien, Heppner, Flores, and Bikos et al., 1997), and a subscale of the School Counselor Self-Efficacy Scale (Bodenhorn and Skaggs, 2005). In addition, mean differences in career counseling self-efficacy across experiences such as work as a school counselor, work as a teacher, and recent training in career counseling were explored. Finally, the relationship between career counseling self-efficacy and amount of time spent providing career counseling was identified using a correlation analysis. Implications for school counselors, counselor educators, and administrators are discussed. / Ph. D.

Syftet med studien är att identifiera betydande skillnader mellan vägledningsverksamheterna på University of Wisconsin-Whitewater och Umeå universitet. Ytterligare ett huvudsyfte är att ge förslag på hur studie- och yrkesvägledarna kan utveckla sina vägledningsverksamheter med utgångspunkt i de skillnader vi identifierat. Detta är en komparativ fältstudie med kvalitativa intervjuer. Informanterna är sex studie- och yrkesvägledare som ger en bild av hur vägledningsverksamheterna är organiserade. De berättar om sina arbetsuppgifter och arbetssätt samt vilka utvecklingsbehov de ser inom respektive verksamhet och redogör för sin kompetens. De teoretiska utgångspunkterna är vägledningsmetoder som visat sig vara effektiva internationellt, förklaringar av vägledningstraditionerna som format vägledarkåren i olika länder samt redogörelse för studie- och yrkesvägledarutbildningarna i Sverige och USA. Resultatet visade att det förekom stora skillnader. Av störst betydelse bedöms vara att Umeå universitet har en välutvecklad e-vägledning och drop-in vägledning men saknar karriärvägledning tillgänglig för alla studenter. University of Wisconsin-Whitewater saknar e- vägledning med personlig kontakt öga mot öga samt drop-in vägledning, men lägger stort fokus på karriärvägledning. Slutsatsen är att båda vägledningsverksamheterna kan utveckla sin vägledning genom att lära av dessa skillnader via ett utbyte av vägledningskompetens. / The purpose of the study is to identify significant differences between the counseling centers at University of Wisconsin-Whitewater and Umeå University. Another main objective is to provide suggestions on how study and career counselors can develop their counseling centers on the basis of the differences identified. This study is a comparative field study with qualitative interviews. The informants are six study and career counselors that provide a picture of how the counseling centers are organized. They talk about their jobs and working practices as well as the need to develop their organizations. They also point out their counseling skills. Counseling methods proven effective internationally, counseling traditions influencing the practice of counseling today and the differences between the Study and Career Counseling Program in Sweden and USA are the theoretical points from where we take our support. The results show that there are in fact big differences. The differences considered to be of most importance is that Umeå University has a well-developed online counseling (e- counseling) and drop-in counseling but has no career counseling available to all students. University of Wisconsin-Whitewater is devoid of all face to face e-counseling and drop-in counseling but adds a strong focus on career counseling. The conclusion is that both counseling centers can develop its counseling by learning from these differences through an exchange of counseling skills.

Syftet med studien är att utforska den narrativa arbetsmetoden Livets träd som karriärvägledningsinstrument och i vilka sammanhang metoden är som mest användbar inom vägledning. I undersökningen har vi använt en kvalitativ ansats med fyra enskilda intervjuer som datainsamlingsverktyg. Respondenter delar gemensamma drag angående det grundläggande syftet och utvärdering av metoden Livets träd. De menar att metoden bidrar till att stärka individers tro på sin egen förmåga. Genom bättre självkännedom får individen även en meningsfullhet i tillvaron och större möjligheter till att utforska sig själv och sina drömmar. Metoden i sig beskrivs som både filosofisk och kreativ, vilket gör att metoden inte passar alla, både vad som gäller deltagare och personal. För att arbetet i metoden ska ge bästa utdelning krävs det att man arbetat upp en trygghet inom gruppen. Det handlar om att både delge av sina egna tankar likväl som att få respons av de andra deltagarna. Metoden anses ha störst utvecklingsmöjligheter i arbetet med barn, vilket även är metodens ursprungliga målgrupp. Metoden passar även unga vuxna utan sysselsättning, ungdomar som lever i svåra familjeförhållanden, ensamkommande flyktingbarn, nyanlända invandrare, ungdomar som på grund av olika anledningar misslyckats att nå fullkomliga betyg på grundskola eller gymnasiet som tänkbara målgrupper och sammanhang för metoden. / The purpose of this study is to explore the application of the narrative method The Tree of Life as a career guidance instrument and to investigate the career counselling contexts in which the method could be most usable. As research strategy, we have chosen to perform a case study without intervention with four individual interviews as data collection method. The results show that the interviewees share common features regarding the fundamental purpose and the evaluation of the method The Tree of Life. They argue that the method helps to strengthen individuals’ belief in their own abilities. Through better self-knowledge individuals may perceive their life as more meaningful and they may get more opportunities to explore themselves and their dreams. The method itself is described as both philosophical and creative, which means that it cannot be applied automatically by all the counsellors and within every kind of target groups. The study shows that the method’s potential is better exploited when the counsellor succeeds in creating the appropriate sense of safeness within the group so that the participants can fully share the stories of their lives and get feedback from the others. According to the collected data, the method is considered to have its greatest potential for development in the work with children, who on the other hand have been its peculiar target group, since the method was developed in 2005. Nevertheless, the interviewees could see the method as applicable also within other target groups. They have referred in particular to young people who are neither in education nor in employment, to young people who live in a difficult family background, to unaccompanied refugee children, to newly arrived immigrants, and to youth who for various reasons are not able to fulfil their course of education.

Tyrimo objektas: profesinio kryptingumo ugdymas. Tyrimo metodai: 1. Mokslinės literatūros studijavimas ir analizė. 2. Anketinė mokinių apklausa ir interviu su mokytojais. 3. Tyrimų duomenų statistinė analizė ir interpretacija. 1. Tyrimo rezultatai: Kryptingumo ugdymo pagrindiniai bruožai yra profesinių savybių plėtojimas, dvasinių vertybių bei nuostatų perteikimas, teigiamas poveikis besiformuojančių mokinių asmens savybėms. Pagrindiniai profesinio kryptingumo ugdymo metodai: teoriniai ir praktiniai. Tam, kad profesinio kryptingumo ugdymas būtų sėkmingas dirbant su deviantinio elgesio jaunuoliais, labai svarbu tinkamai parinkti ugdymo metodus. 2. Tirti pagrindinės ir internatinės mokyklos mokiniai labiausiai pasižymi praktine asmenybės tipo orientacija, silpniau išreikštos dalykinė ir socialinė orientacijos, ir jiems visiškai nebūdinga norminė ir tiriamoji asmenybės tipo orientacijos. Įvertinus asmenybės tipo atitikimą pasirinktai profesijai, nustatyta, kad daugumos deviantinių mokinių asmenybės tipas atitinka jų profesinę orientaciją. Neatitinka trečdalio pagrindinės mokyklos mokinių pasrinkimų. 3. Internatinės mokyklos ir bendrojo lavinimo mokyklos mokinių profesiniam apsisprendimui didžiausią poveikį daro tėvai. Deviantinio elgesio mokiniams taip pat svarbūs draugų, mažiau – klasės auklėtojo patarimai. Pagrindinės mokyklos mokiniams poveikį daro dalykų mokytojai ir kalės auklėtojas. Šiame tyrime nustatyta, jog deviantino elgesio mokiniai, priimdami profesinį sprendimą... [toliau žr. visą tekstą] / Subject-matter: Career Counseling Methods: 1. Analysis of reference books; 2. Questionnaires for students and interviews with teachers; 3. Statistic analysis and interpretation of the data. The findings: 1. The key features of career counseling are development of professional characteristics, conveyance of values and attitudes and positive influence on developing character features. The main career counseling methods both academic and practical should be applied properly to make career counseling successful working with deviant students. 2. Questioned students of basic and boarding schools have every sign of hands-on personality. Having poor academic and social skills deviant students have no standard and exploratory features. After paralleling the type of personality with the chosen vocation it has been found out that most students have a match between their personality and profession. A third of basic school students didn‘t have a match between their personality and choice. 3. Parents have the major influence on boarding and comprehensive school students‘ career choice. Deviant students consider friends‘ and sometimes class teacher‘s advice. Tutors and subject teachers influence pupils in the basic school. The survey revealed that deviant pupils have recourse to the school psychologist and social worker while basic school students do not do it. 4. The methods of informing students are different in the schools: deviant students are provided with more personal and sectional... [to full text]